Abstract:

Introduction:
The emergence of the internet, social networks, and mobile applications (Apps) has changed the way we usually communicate, making it more practical, faster and, more efficient. The existence of free Wi-Fi in most places (cafes, restaurants, transport, etc.) helps fast communication. Young adults of this generation meet technology from a very early age, becoming an integral part of the “Digital Age”. Mobile devices are part of your daily life, attending you everywhere and anywhere.
Some experts say that the use of mobile devices and social networks makes dependence with important consequences for students’, such as: anxiety, depression, irritability, isolation, distancing from real life and family relationships, loss of control, and others. For teachers is difficult to keep students away from these devices during classes, without showing some of these symptoms, namely distraction.
Since mobile devices are part of the young adults’ lives, why not use them as a working tool in the classroom. Therefore, this study aims to understand whether the use of mobile devices in nursing practical classes has advantages for the development of students' learning.

Methods:
Quasi-experimental study, developed in May 2023. The study was conducted during nursing students' practical classes. All students (n=48) answered the questionnaire at the end of the intervention (26 in the intervention group and 22 in the control group). During the first two weeks of practical class period, all students were subject to traditional teaching methods, without the use of mobile devices. In the following two weeks, the intervention group used mobile devices as an educational and learning support resource for skills training. Questionnaire data were collected on nursing students' self-rated performance to evaluate the contribution of using mobile devices to learn during practical classes. The online questionnaire was carried out using Google Forms.

Results and discussion:
Nursing students who were given the opportunity to use mobile devises during de practical classes’ presented highs levels of perceived self-efficacy when compared to students from traditional teaching methods. All participants expressed that enjoyed using mobile devises during the experience in practical classes and recommend its use.
For the other variables, we did not find an interaction effect when comparing the two groups. However, looking at each group separately, the intervention group improved in some variables as collaborative behaviour and critical thinking whereas the comparison group improved just on learning and development, although without statistical significance. In the present study, improved levels of critical thinking, empowerment, coping, and satisfaction with the learning progress were founding both groups.

Conclusion:
Currently, students use mobile devices to communicate with each other, for entertainment and, a minor level, for research in education. Since mobile devices are part of our daily lives, they should be used as an educational resource to reinforce learning in an environment of interaction, cooperation, and collaboration. Teachers must be qualified in the use of mobile devices in education, with the purpose of including them as a work tool in classes, including the practical ones.

Keywords:

Mobile devices, Practical classes, Learning, Students, Nursing.